The increasing cultural and linguistic diversity in U.S. schools presents unique challenges and opportunities for school psychologists. As the number of emergent bilinguals—students who primarily speak a language other than English—increases, the need for effective communication between families and schools becomes paramount. This is where interpreters play a crucial role. However, recent research highlights a significant gap in training school psychology graduate students to work effectively with interpreters.
The Importance of Interpreter Training
A study titled "Training to Work with Interpreters in US School Psychology Graduate Programs" reveals that most psychoeducational evaluations are conducted by monolingual, English-speaking school psychologists. This poses a challenge in accurately assessing emergent bilinguals. The National Association of School Psychologists (NASP) recommends that all monolingual school psychologists undergo training in the use of interpreters to assist with all aspects of the assessment process.
Interpreters can bridge cultural gaps, increase trust and rapport, and empower parents. However, improper use of interpreters can lead to distrust, invalid assessment results, and poor decision-making. The study found that many practicing school psychologists lack knowledge and training in using interpreters effectively.
Key Findings from the Research
The study surveyed 364 school psychology graduate students across 36 states and found that:
- A majority of participants lacked training and preparedness to work with interpreters.
- First-hand experience working with interpreters was identified as one of the most beneficial types of training.
- The extent of training varied based on degree type and program characteristics but was generally lacking across the board.
This lack of training is concerning as it may lead to unethical practices such as using untrained interpreters or failing to report the use of an interpreter in psychological reports.
Recommendations for Improvement
The research suggests several ways to improve interpreter training in school psychology programs:
- Integrate Interpreter Training into Coursework: Schools should include specific courses on working with interpreters within their multicultural training frameworks.
- Provide Practical Experience: Graduate programs should offer students opportunities for hands-on experience with interpreters during their practicum and internship phases.
- Encourage Professional Development: Students should be encouraged to engage in ongoing professional development activities related to interpreter use.
An effective training program should cover topics such as finding qualified interpreters, understanding ethical guidelines, and best practices for using interpreters in various contexts.
The Role of School Psychologists
The role of school psychologists extends beyond assessments; they are advocates for social justice within the educational system. Proper training in working with interpreters is not just about compliance but about ensuring equitable treatment for all students. By acquiring these skills, school psychologists can better serve culturally and linguistically diverse populations and contribute to reducing disproportionality in special education.
The findings from this research underscore a systemic need for improved training programs that equip future school psychologists with the necessary skills to work effectively with interpreters. By addressing these gaps, we can move towards more equitable educational practices that honor the diverse backgrounds of all students.
Training to Work with Interpreters in US School Psychology Graduate Programs
